World's Best Scientists 2026 revealed!
Connie Suk-Han Ho

Connie Suk-Han Ho

D-Index & Metrics

Psychology

D-Index
42
Citations
8440
World Ranking
7495
National Ranking
67

Connie Suk-Han Ho publication distribution in Psychology in 2026

The chart shows the distribution of publications by all Research.com ranked scientists in the field of Psychology in 2026. The highlighted bar marks where Connie Suk-Han Ho sits on this spectrum.

31–40 publications: 6 scientists 41–50 publications: 52 scientists 51–60 publications: 138 scientists 61–70 publications: 299 scientists 71–80 publications: 461 scientists 81–90 publications: 605 scientists 91–100 publications: 713 scientists 101–110 publications: 736 scientists 111–120 publications: 686 scientists 121–130 publications: 670 scientists 131–140 publications: 644 scientists 141–150 publications: 597 scientists 151–160 publications: 576 scientists 161–170 publications: 477 scientists 171–180 publications: 450 scientists 181–190 publications: 397 scientists 191–200 publications: 343 scientists 201–210 publications: 328 scientists 211–220 publications: 313 scientists 221–230 publications: 283 scientists 231–240 publications: 226 scientists 241–250 publications: 196 scientists 251–260 publications: 201 scientists 261–270 publications: 171 scientists 271–280 publications: 151 scientists 281–290 publications: 139 scientists 291–300 publications: 113 scientists 301–310 publications: 102 scientists 311–320 publications: 100 scientists 321–330 publications: 76 scientists 331–340 publications: 92 scientists 341–350 publications: 85 scientists 351–360 publications: 69 scientists 361–370 publications: 71 scientists 371–380 publications: 63 scientists 381–390 publications: 58 scientists 391–400 publications: 57 scientists 401–410 publications: 43 scientists 411–420 publications: 33 scientists 421–430 publications: 50 scientists 431–440 publications: 41 scientists 441–450 publications: 32 scientists 451–460 publications: 27 scientists 461–470 publications: 28 scientists 471–480 publications: 25 scientists 481–490 publications: 28 scientists 491–500 publications: 20 scientists 501–510 publications: 23 scientists 511–520 publications: 26 scientists 521–530 publications: 17 scientists 531–540 publications: 21 scientists 541–550 publications: 14 scientists 551–560 publications: 16 scientists 561–570 publications: 10 scientists 571–580 publications: 22 scientists 581–590 publications: 9 scientists 591–600 publications: 14 scientists 601–610 publications: 9 scientists 611–620 publications: 11 scientists 621–630 publications: 4 scientists 631–640 publications: 7 scientists 641–650 publications: 5 scientists 651–660 publications: 10 scientists 661–670 publications: 8 scientists 671–680 publications: 8 scientists 681–690 publications: 4 scientists 691–700 publications: 3 scientists 701–704 publications: 4 scientists 705+ publications: 100 scientists
31 publications 705+

This scientist: 144 publications — 46th percentile

46% of scientists in this discipline score the same or lower.

The last bar groups every scientist with 705 publications or more.

Connie Suk-Han Ho D-index placement in Psychology in 2026

The chart shows the D-index (discipline H-index) distribution of Psychology scientists ranked by Research.com in 2026. The highlighted bar marks where Connie Suk-Han Ho sits on this spectrum.

30–31 D-Index: 398 scientists 32–33 D-Index: 702 scientists 34–35 D-Index: 671 scientists 36–37 D-Index: 659 scientists 38–39 D-Index: 641 scientists 40–41 D-Index: 671 scientists 42–43 D-Index: 617 scientists 44–45 D-Index: 558 scientists 46–47 D-Index: 495 scientists 48–49 D-Index: 487 scientists 50–51 D-Index: 445 scientists 52–53 D-Index: 390 scientists 54–55 D-Index: 408 scientists 56–57 D-Index: 345 scientists 58–59 D-Index: 325 scientists 60–61 D-Index: 321 scientists 62–63 D-Index: 248 scientists 64–65 D-Index: 290 scientists 66–67 D-Index: 218 scientists 68–69 D-Index: 219 scientists 70–71 D-Index: 215 scientists 72–73 D-Index: 183 scientists 74–75 D-Index: 169 scientists 76–77 D-Index: 132 scientists 78–79 D-Index: 137 scientists 80–81 D-Index: 120 scientists 82–83 D-Index: 112 scientists 84–85 D-Index: 86 scientists 86–87 D-Index: 101 scientists 88–89 D-Index: 83 scientists 90–91 D-Index: 77 scientists 92–93 D-Index: 70 scientists 94–95 D-Index: 78 scientists 96–97 D-Index: 58 scientists 98–99 D-Index: 53 scientists 100–101 D-Index: 57 scientists 102–103 D-Index: 48 scientists 104–105 D-Index: 53 scientists 106–107 D-Index: 46 scientists 108–109 D-Index: 24 scientists 110–111 D-Index: 35 scientists 112–113 D-Index: 27 scientists 114–115 D-Index: 32 scientists 116–117 D-Index: 31 scientists 118–119 D-Index: 22 scientists 120–121 D-Index: 16 scientists 122–123 D-Index: 24 scientists 124–125 D-Index: 18 scientists 126–127 D-Index: 11 scientists 128–129 D-Index: 19 scientists 130–131 D-Index: 10 scientists 132–133 D-Index: 16 scientists 134–135 D-Index: 10 scientists 136–137 D-Index: 12 scientists 138–139 D-Index: 8 scientists 140–141 D-Index: 5 scientists 142–143 D-Index: 12 scientists 144+ D-Index: 98 scientists
30 D-Index 144+

This scientist: 42 D-Index — 36th percentile

36% of scientists in this discipline score the same or lower.

The last bar groups every scientist with 144 D-Index or more.

Overview

Connie Suk-Han Ho is affiliated with the University of Hong Kong in China and specializes in psychology, with a specific focus on developmental and educational psychology, cognitive neuroscience, statistics and probability, education, and genetics. Their body of research spans several key topics, including reading and literacy development, cognitive and developmental aspects of mathematical skills, language development and disorders, neurobiology of language and bilingualism, cognitive abilities and testing, EEG and brain-computer interfaces, and neural and behavioral psychology studies.

Their recent publications include studies addressing literacy and cognitive skills in Chinese-speaking populations. Notable papers are:

  • Character and word reading in Chinese: Why and how they should be considered uniquely vis-à-vis literacy development, 2021, Contemporary Educational Psychology
  • Reciprocal effects of morphological awareness, vocabulary knowledge, and word reading: A cross-lagged panel analysis in Chinese, 2021, Journal of Experimental Child Psychology
  • Exploring the Genetic and Environmental Etiologies of Phonological Awareness, Morphological Awareness, and Vocabulary Among Chinese-English Bilingual Children: The Moderating Role of Second Language Instruction, 2022, Behavior Genetics
  • Resting state EEG network modularity predicts literacy skills in L1 Chinese but not in L2 English, 2021, Brain and Language
  • Prevalence and heritability of handedness in a Hong Kong Chinese twin and singleton sample, 2020, BMC Psychology

Their collaborative work frequently involves several co-authors, with the most common being Catherine McBride, Mo Zheng, Kelvin F. H. Lui, Jason Chor Ming Lo, and Xiujie Yang.

  • Catherine McBride
  • Mo Zheng
  • Kelvin F. H. Lui
  • Jason Chor Ming Lo
  • Xiujie Yang

Connie Suk-Han Ho publishes regularly in venues such as the SSRN Electronic Journal, Contemporary Educational Psychology, Journal of Experimental Child Psychology, Behavior Genetics, and Brain and Language.

  • SSRN Electronic Journal
  • Contemporary Educational Psychology
  • Journal of Experimental Child Psychology
  • Behavior Genetics
  • Brain and Language

The research trajectory demonstrates a multidisciplinary approach, intersecting cognitive neuroscience and educational psychology while also encompassing genetics and statistical methods. The focus on bilingualism, literacy development, and the neural underpinnings of language acquisition marks the core interests of this scientist's work within psychology.

Best Publications

  • Phonological skills are important in learning to read Chinese

    Connie Suk-Han Ho;Peter Bryant

  • Cognitive profiling and preliminary subtyping in Chinese developmental dyslexia.

    Connie Suk-Han Ho;David Wai-Ock Chan;Suk-Han Lee;Suk-Man Tsang

  • Learning to Read Chinese Beyond the Logographic Phase

    Connie Suk-Han Ho;Peter Bryant

  • The cognitive profile and multiple-deficit hypothesis in Chinese developmental dyslexia.

    Connie Suk-Han Ho;David Wai-Ock Chan;Suk-Man Tsang;Suk-Han Lee

  • A "Radical" Approach to Reading Development in Chinese: The Role of Semantic Radicals and Phonetic Radicals

    Connie Suk-Han Ho;Ting-Ting Ng;Wing-Kin Ng

  • Developmental issues in Chinese children's character acquisition

    Catherine McBride-Chang;Connie Suk-Han Ho

  • Development of stroop interference in Chinese-English bilinguals

    Hsuan-chih Chen;Connie Ho

  • Predictors of Beginning Reading in Chinese and English: A 2-Year Longitudinal Study of Chinese Kindergartners

    Catherine McBride-Chang;Connie Suk-Han Ho

  • Naming-speed deficits and phonological memory deficits in Chinese developmental dyslexia.

    Connie Suk-Han Ho;Daphne Ngar-Chi Lai

  • The phonological deficit hypothesis in Chinese developmental dyslexia

    Connie Suk-Han Ho;Teresa Pui-Sze Law;Penny Man Ng

  • Prevalence, Gender Ratio and Gender Differences in Reading-Related Cognitive Abilities among Chinese Children with Dyslexia in Hong Kong.

    David W. Chan;Connie Suk-han Ho;Suk-man Tsang;Suk-han Lee

  • Development of phonological awareness of Chinese children in Hong Kong.

    Connie Suk-Han Ho;Peter Bryant

  • Reading and Spelling Chinese Among Beginning Readers: What Skills Make a Difference?

    Pui-sze Yeung;Connie Suk-han Ho;Pakey Pui-man Chik;Lap-yan Lo

  • The role of visual and auditory temporal processing for Chinese children with developmental dyslexia

    Kevin K. H. Chung;Catherine McBride-Chang;Simpson W. L. Wong;Him Cheung

  • Second Language Learning Difficulties in Chinese Children With Dyslexia: What Are the Reading-Related Cognitive Skills That Contribute to English and Chinese Word Reading?:

    Kevin Kien Hoa Chung;Connie Suk-Han Ho

  • In search of subtypes of Chinese developmental dyslexia

    Connie S.-H. Ho;David W. Chan;Kevin Kien Hoa Chung;Suk-Han Lee

  • Development of orthographic knowledge and its relationship with reading and spelling among Chinese kindergarten and primary school children

    Connie Suk-Han Ho;Pamela Wing-Yi Yau;Agnes Au

  • Exploring the reading–writing connection in Chinese children with dyslexia in Hong Kong

    David W. Chan;Connie S.-H. Ho;Suk-Man Tsang;Suk-Han Lee

  • Cognitive profiles of chinese adolescents with dyslexia

    Kevin K. H. Chung;Connie Suk-Han Ho;David W. Chan;Suk-Man Tsang

  • The use of orthographic analogies in learning to read Chinese

    Connie Suk-Han Ho;Wai-Ling Wong;Wing-Sau Chan

Frequent Co-Authors

David W. Chan
David W. Chan Chinese University of Hong Kong
Mary M.Y. Waye
Mary M.Y. Waye Chinese University of Hong Kong
Dorothy V. M. Bishop
Dorothy V. M. Bishop University of Oxford
Catherine McBride-Chang
Catherine McBride-Chang Purdue University West Lafayette
Terry Kit-fong Au
Terry Kit-fong Au University of Hong Kong
Peter Bryant
Peter Bryant University of Oxford
Kwong Wai Choy
Kwong Wai Choy Chinese University of Hong Kong
Urs Maurer
Urs Maurer Chinese University of Hong Kong
Margaret J. Snowling
Margaret J. Snowling University of Oxford
Anthony P. Monaco
Anthony P. Monaco Tufts University

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